The global population comprises approximately 1.1 billion individuals with special needs, according to the CDC. This statistic is particularly dynamic for those with autism spectrum disorder (ASD). As of 2022, one in 44 children has autism, and by 2035, the growth rate is projected to reach one in 3 children. In Poland, only 2% of people with autism are employed, while the EU average is 10%. Survey results indicate that 62% of Poles believe that people with autism can work professionally, and 63% would hire them if they were an employer.
Research suggests that the implementation of activation programs for people with autism can yield significant economic benefits, with a return of PLN 500 for every 100 spent. This could lead to a 1.2% increase in Poland’s GDP, amounting to an additional PLN 12 billion annually, instead of incurring lifetime support costs (Kutwa, K. (2022), Droga do otwarcia rynku pracy w Polsce dla osób autystycznych, Polski Instytut Ekonomiczny, Warszawa).
Challenges in Inclusive Education
Society and the labor market are prepared to integrate individuals with special needs, but the primary challenge lies in initiating this process during childhood. Educators are often tasked with facilitating individual integration but may lack the necessary knowledge or resources to do so effectively.
A significant challenge is the discrepancy between the increasing number of children with special needs and the capacity for change in a relatively conservative education system. Different countries employ varying approaches to address this issue, but it is difficult to devise a quick solution.
Addressing Inclusion Challenges: The Role of Technological Solutions
To effectively tackle these challenges, innovative and comprehensive solutions must be employed in kindergartens, schools, and inclusive centers. One such solution is the Mikko system, developed by Unowa. Mikko has been successfully tested between 2015 and 2023 in Ukraine, and it garnered attention at the GESS Dubai Exhibition and Conference 2020.
Mikko offers several unique features, such as being designed for use by specialists with various levels of training, including vocational and basic training, educational institution staff, and parents of children with special educational needs. The solution has been thoroughly tested in diverse settings and is supported by a unique child ability screening system, which allows for quick identification of deficits and development points for the child.
How Mikko Addresses Inclusion Challenges
The Mikko system provides a structured approach to address inclusion challenges in educational settings, offering several key components to facilitate this process.
Through these components, Mikko helps to improve task efficiency and ease for specialists while ensuring that children with special needs can adapt to life in society, fully participate in the educational process, and develop self-reliance in adulthood. Furthermore, the Mikko system contributes to the development of a tolerant and conscious society and the creation of GDP instead of spending it.
Conclusion
We believe that comprehensive and innovative solutions can play a crucial role in addressing inclusion challenges in education. By integrating such cutting-edge approaches into educational environments, we can facilitate the successful inclusion of children with special needs, ensuring their full participation in society and contributing to a more tolerant and aware community.